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All Journal Pendidikan Ekonomi Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Review Pendidikan dan Pengajaran (JRPP) Rangkiang: Jurnal Pengabdian Pada Masyarakat Prosiding Conference on Research and Community Services Jurnal AKMAMI (Akuntansi Manajemen Ekonomi) Jurnal Pendidikan PKn Jurnal Kajian Ilmu Pendidikan (JKIP) JPLED Jurnal Horizon Pendidikan Economica: Journal of Economic and Economic Education RANGKIANG: Jurnal Pengabdian Pada Masyarakat Community Service Journal Of Economic Education SAKOLA: Journal of Sains Cooperative Learning and Law
Vivina Eprillison
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CTL AND BLENDED LEARNING MODELS IN IMPROVING LEARNING OUTCOMES Ronald, Jimi; Amelia, Mona; Eprillison, Vivina; Stevani, Stevani; Amaluis, Dina; Pratama, Indra Mulia; Selvia, Nisha
JURNAL ECONOMICA : Research of Economic And Economic Education Vol 12, No 1 (2023): Economica: Journal Of Economic And Economic Education
Publisher : Economic Education Faculty of Economics and Business Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/economica.2023.v12.i1.7582

Abstract

Contextual Teaching And Learning (CTL) and Blended Learning models are learning models that both improve student learning outcomes. The purpose of this study was to analyze the effect of the Contextual Teaching And Learning (CTL) Learning Model on the learning outcomes of students in Class 2022 A of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI Sumatera Barat, to analyze the effect of the Blended Learning Model on the learning outcomes of students in Class 2022 B of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI Sumatera Barat, and to see the difference in the effect of the Contextual Teaching And Learning (CTL) Learning Model with the Blended Learning Model on the learning outcomes of students in Class 2022 of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI Sumatera Barat. The method in this study uses the Quasy Experiment method, with the population being 108 batch students with the sample being batch 2022 A and 2022 B with a total of 50 people. The hypothesis test used is using factorial analysis which is modified by a different test. From the results of the study obtained the results that: there is an effect of the Contextual Teaching And Learning Model (CTL) on the learning outcomes of students in Class 2022 A of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI West Sumatra, there is an effect of the Blended Learning Model on the learning outcomes of students in Class 2022 B of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI West Sumatra, and there is a difference in the effect of the Contextual Teaching And Learning Model (CTL) with the Blended Learning Model on the learning outcomes of students in Class 2022 of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI Sumatera Barat.
PENGARUH FAKTOR FISIOLOGIS, KEBIASAAN BELAJAR, IKLIM KELAS, LINGKUNGAN KELUARGA TERHADAP HASIL BELAJAR SISWA KELAS X MELALUI MINAT BELAJAR SEBAGAI VARIABEL INTERVENING PADA MATA PELAJARAN EKONOMI DI SMAN 12 PADANG Saputri, Najla Yulia; Eprillison, Vivina; Amelia, Mona
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.31873

Abstract

Penelitian ini bertujuan untuk menganalisis: pengaruh faktor fisiologis, kebiasaan belajar, iklim kelas, lingkungan keluarga terhadap prestasi belajar siswa kelas X melalui minat belajar sebagai variabel intervening pada mata pelajaran ekonomi di SMAN 12 padang. Populasi pada penelitian ini yaitu seluruh siswa kelas X pada mata pelajaran ekonomi di SMAN 12 Padang tahun ajaran 2023/2024. Metode penelitian yang digunakan adalah metode kuantitatif dengan teknik analisis regresi berganda. Hasil penelitian ini menunjukan bahwa: Pertama faktor fisiologis berpengaruh signifikan terhadap minat. Kedua kebiasaan belajar berpengaruh signifikan terhadap minat belajar. Ketiga iklim kelas berpengaruh signifikan terhadap minat belajar. Keempat lingkungan keluarga berpengaruh signifikan terhadap minat. Kelima faktor fisiologis berpengaruh signifikan terhadap prestasi. Keenam kebiasaan belajar berpengaruh terhadap prestasi belajar. Ketujuh iklim kelas berpengaruh signifikan terhadap prestasi belajar. Kedelapan lingkungan keluarga berpengaruh signifikan terhadap prestasi belajar. Kesembilan minat belajar berpengaruh signifikan terhadap prestasi belajar.
PENGARUH EFIKASI DIRI, GAYA BELAJAR, TEMAN SEBAYA, LINGKUNGAN KELUARGA TERHADAP PRESTASI BELAJAR SISWA KELAS X MELALUI MINAT BELAJAR SEBAGAI VARIABEL INTERVENING PADA MATA PELAJARAN EKONOMI DI SMAN 1 KAPUR IX Suhanhez, Rishi Suhanhez; Eprillison, Vivina; Rahmania, Meri
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 3 (2024): Vol. 7 No. 3 (2024): Volume 7 No 3 Tahun 2024 (Special Issue)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i3.31874

Abstract

Penelitian ini bertujuan untuk: pengaruh efikasi diri, gaya belajar, teman sebaya, lingkungan keluarga terhadap prestasi belajar siswa kelas x melalui minat belajar sebagai variabel intervensi pada mata pelajaran ekonomi Di SMAN 1 Kapur IX. Jenis penelitian yang digunakan adalah penelitian asosiatif. Populasi penelitian ini adalah siswa kelas X mata pelajaran ekonomi SMAN 1 Kapur IX tahun ajaran 2023/2024. Teknik pengambilan sampel dengan proporsional random sampling dengan jumlah sampel sebanyak 114 orang siswa. teknik analisis data yang digunakan adalah teknik analisis deskriptif dan analisis induktif, dengan bantuan program SPSS versi 21.0. Hasil penelitian menunjukkan bahwa: Pertama efikasi diri berpengaruh signifikan terhadap minat belajar. Kedua gaya belajar berpengaruh signifikan terhadap minat belajar. Ketiga teman sebaya berpengaruh signifikan terhadap minat belajar. Keempat lingkungan keluarga berpengaruh signifikan terhadap minat belajar. Kelima efikasi diri signifikan terhadap prestasi belajar. Keenam gaya belajar berpengaruh signifikan terhadap prestasi belajar. Ketujuh teman sebaya berpengaruh signifikan terhadap prestasi belajar. Kedelapan lingkungan keluarga berpengaruh signifikan terhadap prestasi belajar. Kesembilan minat belajar berpengaruh signifikan terhadap prestasi belajar.
PENGARUH INTELEGENSI, EFIKASI DIRI, PERHATIAN ORANG TUA, DAN FASILITAS BELAJAR TERHADAP PRESTASI BELAJAR DENGAN GAYA BELAJAR SEBAGAI VARIABEL INTERVENING PADA MATA PELAJARAN EKONOMI KELAS xi IPS DI SMA NEGERI 1 KOTO SALAK Afriyani, Assholeha; Dahen, Lovelly Dwinda; Eprillison, Vivina
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menganalisis: pengaruh intelegensi, efikasi diri, perhatian orang tua dan fasilitas belajar terhadap prestasi belajar dengan gaya belajar sebagai variabel intervening pada mata pelajaran eonomi kelas XI IPS di SMA Negeri 1 Koto Salak. Populasi pada penelitian ini yaitu seluruh siswa kelas XI IPS pada mata pelajaran ekonomi di SMA Negeri 1 Koto Salak. Metode penelitian yang digunakan adalah metode asosiatif. Hasil penelitian ini menunjukan bahwa intelegensi, efikasi diri, perhatian orang tua dan fasilitas belajar berpengaruh signifikan terhadap prestasi belajar dengan gaya belajar sebagai variabel intervening pada mata pelajar ekonomi kelas XI IPS di SMA Negeri 1 Koto Salak.
PERAN MOTIVASI SEBAGAI VARIABEL INTERVENING ANTARA KEBIASAAN BELAJAR DAN LINGKUNGAN TERHADAP PRESTASI SISWA Sintia, Tati; Ramayani, Citra; Eprillison, Vivina
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.33134

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh kebiasaan belajar, fasilitas belajar, lingkungan keluarga, teman sebaya terhadap prestasi siswa dengan motivasi belajar sebagai variabel intervening pada mata pelajaran ekonomi. Jenis penelitian ini adalah asosiatif. Analisis yang di gunakan dalam penelitian ini adalah kuantitatif. Populasi dalam penelitian ini adalah siswa kelas X IPS, XI IPS1, XI IPS2 di SMA Negeri 7 Mukomuko tahun ajaran 2024/2025 yang berjumlah 63 orang. Sampel berjumlah 63 orang dengan teknik pengambilan sampel Total sampling. Instrument penelitian yang digunakan untuk penelitian ini berupa angket tertutup dengan digunakan analisis jalur dan hipotesis dengan uji t. Hasil penelitian menunjukan bahwa bahwa: Kebiasaan belajar tidak berpengaruh terhadap prestasi belajar melalui motivasi belajar sebagai variabel intervening. Fasilitas belajar berpengaruh terhadap prestasi belajar melalui motivasi belajar sebagai variabel ntervening. Lingkungan keluarga berpengaruh terhadap prestasi belajar melalui motivasi belajar sebagai variabel intervening. Teman sebaya berpengaruh terhadap prestasi belajar melalui motivasi belajar sebagai variabel intervening. Kebiasaan belajar tidak berpengaruh terhadap prestasi belajar. Fasilitas belajar tidak berpengaruh terhadap prestasi belajar. Lingkungan keluarga berpengaruh terhadap prestasi belajar. Teman sebaya berpengaruh terhadap prestasi belajar. Motivasi belajar berpengaruh terhadap prestasi belajar.
THE EFFECT OF STUDY DISCIPLINE, STUDY HABITS, STUDY FACILITIES, LEARNING STYLES, AND PARENTAL ROLE ON LEARNING ACHIEVEMENT IN ECONOMICS CLASS XI PHASE F AT SMAN 2 LUBUK SIKAPING Mulyadi, Jefri; Vivina Eprillison; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED) in Progress
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.788

Abstract

This study aims to analyze 1) the effect of learning discipline on academic achievement, 2) the effect of learning habits on academic achievement, 3) learning facilities on academic achievement, 4) the effect of learning style on academic achievement, 5) the effect of parental role on academic achievement, (6) the combined influence of study discipline, study habits, learning facilities, learning style, and parental role on the academic achievement of Grade XI Fase F students at SMAN 2 Lubuk Sikaping. This study is a descriptive and associative research. The population in this study was grade XI students, namely XI F 1, XI F 2, and XI F 3 in the 2024/2025 academic year, totaling 101 students. Sampling was conducted using the proportionate random sampling technique. The research was conducted in August. The instruments used for the research were closed-ended questionnaires, with the use of Multiple Linear Regression Analysis and hypothesis testing using t-tests and F-tests. The results of the research indicate that: First, there is a significant influence between study discipline and academic achievement, with a coefficient value of -0.210, a t-value of -4.913 < t-table value of 1.992; Second, there is a significant influence between study habits and academic achievement with a coefficient value of 0.208, a t-value of 5.393 > t-table of 1.992; Third, there is a significant influence between learning facilities and academic achievement with a coefficient value of 0.386, a t-value of 7.929 > t-table of 1.992; Fourth, there is a significant influence between learning style and academic achievement with a coefficient value of -0.189 and a t-value of -4.157 < t-table of 1.992; Fifth, there is a significant influence between parental role and student learning achievement with a coefficient value of -0.104 and a t-value of -5.095 > t-table value of 1.992; Sixth, there is a significant influence of learning discipline, learning habits, learning facilities, learning style, and parental role together on student academic achievement with Fcount28.759 > Ftable 2.34.
THE EFFECT OF LEARNING HABITS, LEARNING DISCIPLINE, PARENTAL ATTENTION, AND FAMILY ENVIRONMENT ON THE LEARNING ACHIEVEMENT OF 10TH GRADE STUDENTS THROUGH LEARNING MOTIVATION AS AN INTERVENING VARIABLE INTERVENING VARIABLE IN THE SUBJECT OF ECONOMICS AT SM Hidayat, Deny; Vivina Eprillison; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED) in Progress
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.790

Abstract

This study aims to analyze: 1) the effect of study habits on learning motivation, 2) the effect of study discipline on learning motivation, 3) the effect of parental attention on learning motivation, 4) the effect of family environment on learning motivation, 5) the influence of learning habits on learning achievement, 6) the influence of learning discipline on learning achievement, 7) the influence of parental attention on learning achievement, 8) the influence of family environment on learning achievement, 9) the influence of learning motivation on learning achievement. This research is associative in nature. The population in this study was 332 students in phase E at SMA Negeri 1 Sitiung in the 2024/2025 academic year. The sample consisted of 149 people using proportional random sampling. The research instrument used in this study is a closed-ended questionnaire, with path analysis and hypothesis testing using the t-test. The results of this study indicate that: 1) there is an influence of study habits on learning motivation, as shown by a path coefficient of 0.182 with a t-value of 3.164 > t-table 1.65514, 2) there is no influence of study discipline on learning motivation, as indicated by a path coefficient of 0.171 with a t-value of 1.576 < t-table 1.65514, 3) there is an influence of parental attention on learning motivation, as indicated by a path coefficient of 0.233 with a t-value of 2. 754 > t-table 1.65514, 4) There is an effect of family environment on learning motivation, as indicated by a path coefficient of 0.367 with a t-value of 3.126 > t-table 1.65514, 5) There is a negative effect of learning habits on academic achievement, as indicated by a path coefficient of -0.470 with a t-value of -4.836 < t-table 1.65514, 6) there is no influence of learning discipline on academic achievement, as indicated by a path coefficient of -0.252 with a t-value of -1.404 < t-table 1.65514, 7) There is an influence of parental attention on academic achievement, as indicated by a path coefficient of 0.533 with a t-value of 3.885 > t-table 1.65514, 8) There is an influence of family environment on academic achievement, as indicated by a path coefficient of 0.724 with a t-value of 3.640 > t-table 1.65514, 9) There is a negative influence of learning motivation on academic achievement, as indicated by a path coefficient of -0.661 with a t-value of -4.845 < t-table 1.65514.
Co-Authors Ade Silvia Afriyani, Assholeha Citra Ramayani Defrianto Defrianto Deltia Deny Hidayat Deslianti, Putri Dessyta Gumanti Dewi, Indah Puspita Dina Amaluis Dina Amaluis Dio Fernando Dona Darmayuni Dwiyanti, Tiari J Finarizal Munthaha Fitri Wahyuni Gusti, Salma Danu Hayu Yolanda Utami Helviza, Feza I Ketut Suada Irwanto, Jefri jimi ronald, jimi Jolianis ME S.Pd Lovelly Dwinda Dahen Meri Rahmania mona amelia, mona Mulyadi, Jefri Nilmadesri Rosya Nur Aini pratama, Indra Mulia Primanov, Yosi Miftah Putri, Indry Hesti Dwi Rahmania, Meri Rina Afriza rondi saputra Rusnida, Belina Saputri, Najla Yulia Selvia, Nisha Sintia, Tati Sri Wahyuni Sri Wahyuni Sri Wahyuni Stevani Stevani Stevani Stevani Stevani Stevani, Stevani Suhanhez, Rishi Suhanhez Suryaman Putra Syailendra Eka Putra Syofyana, Tika Alfadila Yanti, Rosy Idha Yesmira Syamra, Yesmira Yola Isdayanti Yuli Diniah Zilbakri Yuli Diniah Zulbakri Yuli Diniyah Zulbakri Zikri, Afdal